Critical Incident Response Student Service Competencies MANUAL FOR STUDENT SERVICES PERSONNEL
|
|
- Scott Hubbard
- 8 years ago
- Views:
Transcription
1 Critical Incident Response Student Service Competencies MANUAL FOR STUDENT SERVICES PERSONNEL WorkingDraft January, 2000 (EDWA & Tunnecliffe & Associates)
2 . Contents Page 1.0 Introduction Role of Student Services Personnel 3 ~.0 Critical Incident Response Competencies 4 4,0~~w B~mvents ofconnpetency 5 54 r ~' -$tic'c~mpet~,cies - Performance Criteria A~d~r~od Comp~ncies - Performance Criteria 6 pb. Basic Competmcies - Performance Criteria 10 Element 1 10 Element 2 14 Element 3 21 Advanced Competencies - Performance Criteria 25 Element 1-25 Element 2 27 Element 3 29 List ofappendices 32 Appendices CIR Competencies 2 Student Services Manual
3 Introduction The aim of this manual is to provide Student Services personnel wilt a consistent point of reference for responding to critical incidents in schools:r his m covers the following areas : Role of student services personnel. Critical Incident Response competencies. Educational materials for Critical Incident Response. Competency assessment methodology 2.0 Role of Student Services Personnel Student Services personnel have accepted a range of responsibilities for schools in their preparation for, and management of, critical incidents. Student Services operate at four levels of support : 1. Prevention (minimising risk) 2. Planning (training and education) 3. Response (effective action) 4. Recovery (ongoing support and reviewing of procedures) The role undertaken may cover the following areas : Training: Student Services team members. Training : School staff - Planning (management / response and recovery) - Pastoral care. Assessment of needs. assisting Support : - Practical / technical / legal - Emotional -----> range o~ supports -----> individual and group Developing awareness of the various levels of intervention. Assisting in the development of Quality Assurance. Collegial coaching and leadership. Collegial support. Critical incident evaluation at the organisational level. Inter-agency liaison. CIR Competencies 3 Student Services Manual
4 Intra-agency liaison. The role ofthe Manager / Co-o~dinator Student Services to to ensure that Student Services personnel have the skills to respond appropriately to critical incidents. All Managers / Co-ordinators of Student Services will need to be able to work at the Advanced level of competency in this domain. 3.0 Critical Incident Response Competencies Level I - " Competency is not established. Staffmember is under supervision and has little or no knowledge or skills in critical incident response. Learning Outcomes - is able to identify that a co-ordinated response to an incident is required - is able to access appropriate support 0 Level II " Basic competency... Staff member has demonstrated some knowledge and skills relating to b Critical Incident Response. Provides some consultancy assistance to schools and is supervised by a colleague or senior staff member. Learning Outcomes - is able to demonstrate understanding ofknowledge base incorporating theoretical concepts. - is able to evaluate information and commence planning. Level III " Advanced competency. Staff member has demonstrated extensive knowledge and skills relating to Critical Incident Response. Trains, supervises and assesses other staff. Provides on-going consultancy to schools and colleagues. Learning Outcomes - is able to demonstrate accountability for personal and group outcomes within broad parameters. - is able to demonstrate a high command of level and wide-ranging skills in the area of Crisis Management. - is able to analyse, diagnose, design and execute judgments to facilitate appropriate responses to critical events, access a broad range of situations. CIR Competencies 4 Student Services Manual
5 4.0 Elements of Competency The Critical Incident Response competencies for Student Services personnel have three elements of competency. Element 1 - Student Services personnel providing Critical Incident Response schools would be able to demonstrate laiowledge and understandi of stress reasons. Element 2 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge, understanding and skill in Critical Incident support and intervention strategies. Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 5.0 Basic Competencies - Performance Criteria Element 1 would be demonstrated by being able to Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma Explain the process of recovery and the range of individual reactions over time Outline the range of typical stress reactions of members of the local school community following a critical incident Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident Outline appropriate documentation, pernussion and confidentiality to be used during critical incident response initiatives. Eleme~zt 2 would be demonstrated by being able to Describe a range of levels and types of interventions which could be provided to a school community following a critical incident Outline methodologies for specific interventions which could be used in critical incident response. These include : CIR Competencies Student Services Manual
6 a. information briefings b. one-to-one support c. group support strategies for the school community Select appropriate strategies to address critical incidents in schools Implement appropriate strategies to address critical incidents in schools Outline the factors relating to support time-frames and follow up initiatives for those involved in a critical incident. Element 3 would be demonstrated by being able to Engage key leaders in the consultancy process Use a basic C1R framework to explain to school personnel a rationale for CIR Identify and describe the possible roles and needs of key personnel in the short, medium and long terms Present information to school personnel on the following topics : a. Critical incident stress reactions at various developmental levels. b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. c. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. d. Signs and symptoms which may indicate a need for further professional intervention. e. Support services available to the school community. 6.0 Advanced Competencies - Performance Criteria Element 1 would be demonstrated by being able to Outline the range of typical stress reactions of members of the school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. CIR Competencies 6 Student Services Manual
7 Element 2 would be demonstrated by being able to Apply methodologies for specific interventions. Element 3 would be demonstrated by being able to Negotiate with key responders in the consultative process Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms Conduct a post-incident operational debriefing. CIIZ Competencies 7 Student Services Manual
8 Critical Incident Response Overview Basic Competency Advanced Competency Element 1 Student Services personnel providing Critical Response to schools would be able to demonstrate lrnowledge and understanding of stress reactions. Performance Criteria " Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma. " Explain the process ofrecovery and the range ofindividual reactions over time " Outline the range of typical stress reactions -ofmembers of the local school community following a critical incident. Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident. Outline appropriate documentation, percussion and confidentiality to be used during critical incident response initiatives. Element 2 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies. Performance Criteria " Describe a range of levels and types of interventions which could be provided to a school community following a critical incident. " Outline methodologies for specific interventions which could be used in critical incident response. These include : Element 1 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions. Performance Criteria Outline the range of typical stress reactions of members ofthe school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs. Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. Element 2 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and sk in critical incident support and intervention strategies. Performance Criteria " Apply methodologies for specific interventions. CIR Competencies g Student Services Manual
9 .~.r a. information briefings b. one-to-one support c. group support strategies for the k~+.. school community " Select appropriate strategies to address critical incidents in schools. " Select appropriate strategies to address critical incidents in schools. " Outline the factors relating to support time-frames and follow up initiatives for those involved in a critical incident. Element 3 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident implementation and consultancy to schools. Performance Criteria " Engage key leaders in the consultancy process. " Use a basic CIR framework to explain to school personnel a rationale for CIR " Identify and describe the possible roles and needs of key personnel in the short, medium and long terms. " Present information to school personnel on the following topics : a. Critical incident stress reactions at various developmental levels. b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. c. ' d. e. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. Signs and symptoms which may indicate a need for further professional intervention. Support services available to the school community. Element 3 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident implementation and consultancy to schools. Performance Criteria " Negotiate with key responders in the consultative process. " Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms. " Conduct a post-incident operational debriefing. CIR Competencies 9 Student Services Manual
10 5.0 Basic Competencies - Performance Criteria Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma. 1. Definition of stress terms : Casey, Dan'School Crisis Response Workbook' pp14-16 (See Appendix 1) Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' pp5-6 (See Appendix II) 2. Suicide is a'sudden Death' until the coroner makes his report. 3. Differentiating between stress and critical incident stress Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' p5 (See Appendix II) 4. Range of Stress Symptoms : From Low impact to Psychological Trauma Indicators : a. Physical Reactions : Normal functioning Headaches, rashes, illness, muscle tension Add others based on your observations : b. Mental Reactions : Normal functioning Concentration problems, character changes Add others based on your observations : c. Emotional Reactions : Normal functioning Anger, worry, sadness, fluctuations Add others based on your observations : d. Behavioural Reactions Normal functionng Agitation, sleep disturbance, work absence Add others based on your observations : Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' p6 (See Appendix III) CTR Competencies 10 Student Services Manual
11 Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions Explain the process of recovery and the range of individual reactions over time. 1. Recovery Cycle : Guidance & Gounseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix IV} 2. Stress Symptoms in Children : Guidance & Counseling Service, Department of Education, Queensland ' Traumatic Incidents Affecting Schools' pp12-31 See Appendix V) 3. Individual Responses to Critical Incident Stress : a. Individuals react differently in different contexts. The childladult who copes in one situation may not cope in another. For example, the teacher who copes at school but may show stress signs at home ; or the student who helps their companions and then becomes withdrawn or distressed when adult assistance arrives or who is distressed until asked to 'look after' some other children or a sibling. b. Changes over time in Stress Reactions : Changes in time cover two broad areas. 1. Delayed reactions : This may occur to the person who has been coping at the scene of the crisis, performing the appropriate duties assigned to them or responsibility they take for themselves. When they leave the event, the negative emotional reactions which have been 'blocked' out while they were busy, catch up with them. 2. Natural changes : These occur over time, as the individual tries to deal with the emotional consequences of the crisis. At times, the individual may appear to regress, but this is usually related to the processing of another aspect of the crisis or having to deal another crisis. Tunnecliffe, Michael (1997) 'How To Facilitate A Stress Debriefing' p6 (See Appendix III) 4. ' Resilience and Vulnerability : Certain factors can predispose an individual to be more likely to have difficulty coping with the emotional consequences of a crisis : Tunnecliffe, Lesley (1997) 'Assisting the Traumatised Child' pp24-25 (See Appendix VI) Other factors may strengthen an individual's resilience : Summary from Stoltz, Paul (1997) 'Adversity Quotient', Wiley Press C1R Competencies 1 1 Student Services Manual
12 (See Appendix VII) Element 1 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge and understanding ofstress reactions Outline the range of typical stress reactions of members of the local school community (staff, students and parents) following a critical incident, with reference to the cultural diversity, age, developmental level and special needs which may need to be considered. 1. Stress Symptoms Across the Age Span : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' pp12-31 (See Appendix V) Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch6-8 (See Appendix VIII) Directora~e of School Education, Victoria, 'Responding to Critical Incidents in Schools' (See Appendix IX) American Academy of Experts in Traumatic Stress (1999) 'Teacher Guidelines for Crisis Response' (See Appendix X) 2. Cross-cultural Issues : Stress and trauma are mediated by a number of factors, one of which is the cultural background of those involved. (See Appendix XI) 3. Special-needs Issues : Developmental delay and disability can influence the judgement of age-appropriate behaviour. Consider this in relation to the needs of students at an Education Support Unit or attending the local school. A prior history of trauma, either through crisis events or a background of abuse (mental, physical, and/or sexual) may also create special demands in their management. CIR Competencies 1 2 Student Services Manual
13 Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lmowledge and understanding of stress reactions., Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident. 1. Critical Incident Recovery Time-line : Tunnecliffe, M (1999) 'Critical Incident Response In Schools' p4 (See Appendix XII) 2. Referral of Students for Further Professional Assistance: Tunnecliffe, L (1996) 'Children Affected By Trauma' Chl6 (See Appendix XIII) Recognising Symptoms of Burn-out : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix XIV) Johnson, K (1999) 'School Crisis Management' p148 (See Appendix XV) CIR Competencies 1 3 Student Services Manual
14 Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill ui critical incident support and intervention strategies Describe a range of levels and types of interventions which could be provided to a school community following a critical incident. 1. Levels and Types ofinterventions : Critical Incident Stress Management (CISM) : Seven Core Components From Casey, D 'School Crisis Response Workbook' (See Appendix XVI) CIR Competencies 1 4 Student Services Manual
15 5. Documentation Record keeping is an important procedure. Appropriate records must be decided upon, maintained and reviewed. Records may cover a range of activities. Examples are shown in : Northern Territory Department of Education'Critical Incidents Policy' (See Appendix XXIII} Johnson, K 'School Crisis Management' p172 (See Appendix XXIV) With due regard for confidentiality, records on issues in contacts with students, staff and parents must be considered. CIR Competencies 16 Student Services Manual
16 Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies Select appropriate strategies to address critical incidents in the schools. 1. Information Briefings : These might given at different tunes and with different audiences for different reasons. They must be scheduled into the crisis response plan. a. giving information to support staff prior to their work, or at the end of the day to close it off. b. giving information to relatives and friends of the victims to give them accurate information about the crisis and the steps taken to manage it (and help dispel rumours), and to encourage useful support strategies at home. c. giving information to other students and staff not directly involved in the crisis about the crisis and the steps taken to manage it (and help dispel rumours. d. giving information to media. Casey, D et al, 'School Crisis Response Workbook' p26 (See Appendix XVII) 2. Group support strategies : These should all be run a trained supporter, who has not been directly involved in the crisis. At least one co-facilitator is essential. Appropriate language skills and cultural acceptance is needed for group strategies. Size and composition will depend on : i. age ofthe participants, ii. amount of emotional disturbance iii. do not mix witnesses to the event with non-witnesses, as this usually invalidates the witnesses reactions iv. gender issues may be important in adolescence, and like gender groups are encouraged at this age range a. Defusing Defusing can be used across all ages and most developmental levels. implemented even before the crisis is completed, ifneeded. They can be used repeatedly on the same people, if needed. Casey, D et al, 'School Crisis Response Workbook' p27 (See Appendix XVIII) They can be b. Debriefing Debriefing cannot be used on children under the developmental level of ten years of age (concentration and language skills). CIR Competencies 17 Student Services Manual
17 These must not be used until at least 24 hours after the conclusion of the crisis, used only once, and used within one week of the crisis (up to 3-4 weeks after a mass disaster. Tunnecliffe, M 'How To Facilitate A Stress Debriefing' (See Appendix XIX) Debriefing of the crisis response team is an important and essential step to be undertaken each day. It helps these personnel to lessen the impact o~ the vicarious trauma on themselves, enables the team coordinator to monitor the effectiveness of each person, and enables collaborative group problem-solving for any difficulties which arisen during the day. 3. Individual Crisis Intervention : There are many factors to consider in working one on one. In the client, these include : a. Developmental factors (See Appendix XII) b. Cultural factors (See Appendix IX) c. Gender factors (See Appendix XIII) d. Special needs (See section 4.1.3). In the provider, these include : a. Appropriateness of qualification and relevant training in post-trauma intervention b. Role in the crisis response plan. Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' p12 (See Appendix XXV) 4. Intea- and Inter-agency Consultation and Referral : Each agency and section has criteria and procedures for referral. Education Department personnel suggesting their help may need to advise their client on how to access them. There are families who will wish to use their own resources and not the EDWA services, at least for the short-term and follow-up stages. (See Section 5.3.4) CIR Competencies 1 8 Student Services Manual
18 Element Z - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skills in critical incident support and intervention strategies Implement appropriate strategies to address critical incidents in the schools. Student Services personnel need to have the appropriate training in the various intervention strategies they may be asked to perform, and to only perform those strategies they have training or supervision for. They need to perform these in a competent and ethical manner with their clients. CIR Competencies 19 Student Services Manual
19 Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies Outline the factors relating to support time-frames and follow-up initiatives for t those involved in a critical incident. 1. Student Services personnel have a large number of support roles and activities, which must be allocated and complementary to a school or district crisis response plan. When intervening, remember these questions : a. Who will be performing the intervention (personnel)? b. What will they be doing (See Section 4.2.2)? c. When will they be doing it (time-frame)? d. Who will they be doing it with (define the clients)? e. Where will they do it (location)? 2. Intervention time-frames are based on the response and recovery cycle from trauma exhibited by most people. Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' p12 (See Appendix XXV) There are a number of activities suggested in Appendix XXVI, many of which will not fall within the jurisdiction of Student Services personnel. However, some activities may be appropriate for them and / or to share with other personnel. Catholic Education Office of WA'Crisis Management Planning' (See Appendix XXVI) More specific activities are suggested in the following appendix. Catholic Education Office of WA'Crisis Management Planning' (See Appendix XXVII) 3. Anniversary or Memorial Planning An anniversary or memorial can be a stressful reminder of the crisis incident, but can also be used as an important part of the healing process. ' (See Appendix XXVIII) CIIt Competencies 20 Student Services Manual
20 Element 3 - Student Services personnel providing Critical Indicent Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools Engage key leaders in the consultancy process 1. Establish who the key leaders are in the school or district. 2. Identify your support and line management at the District Office. CIR Competencies 21 Student Services Manual
21 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools Use the basic CIR framework to explain to school personnel a rationale for CIR. 1. Rationale for Critical Incident Response (See Appendix XXIX) CIR Competencies 22 Student Services Manual
22 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools Identify and describe the possible roles and needs of key personnel in the short, medium and long terms., 1. Key personnel in the Crisis Response Team. There are number of personnel who would be on the CRT. These would include school personnel, student services personnel and members of the District Office. The skills each member could bring to the team needs to be evaluated against the skills needed to make a functional and coordinated team. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) 2. Key personnel and duties in the short, medium and long term of crisis and crisis recovery. There is a range of duties to be performed during the crisis and for following through during crisis recovery. The needs will determine the appropriate personnel to manage that role and liaise with other team members on their activities. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) An example of personnel roles over time from : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix XX~~i) Matrix ofpersonnel roles over time (See Appendix X~~XII) CIR Competencies 23 Student Services Manual
23 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understand and skills in critical incident consultancy to schools Present information to school personnel on various topics : a. Critical incident stress reactions at various developmental levels ' (See Appendix N, V, VIII, IX) b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. (See Appendix V, IX, X) c. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. American Academy of Experts in Traumatic Stress (1999) 'Parent Guidelines for Crisis Response' (See Appendix III) Tunnecliffe, L (adapted from) 'Assisting the Traumatised Child' (See Appendix XX~~V) d. Signs and symptoms which may indicate a need for further professional intervention. l. For children : (See Appendix XIII) 2. For adults : (See Appendix XXXV) e. Support services available to the school community. It is appropriate to list these with their contact numbers, and to indicate how to obtain referral to them (self, doctor, EDWA personnel, etc), and if any costs are involved. 1. Within the Education Department : a. District personnel b. Employee Assistance Provider (E.A.P.) 2. Informal networks : a. family b. friends c. colleagues d. peer supporters 3. Other agencies : a. Medical eg GP, hospital, community health centre, P.M.H b. F.A.C.S. c. Child and adolescent mental health services d. Support groups (which are all listed at Western Institute of Self Help) such as Compassionate Friends. e. Crisis Care f. Youth Support g. Local church / minister CIR Competencies 24 Student Services Manual
24 6.0 Advanced Competencies - Performance Criteria Element 1 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge and understanding Of stress reactions Outline the range of typical stress reactions of members of the school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs. 1. Stress Symptoms Across the Age Span : Guidance & Counseling Service, Department of Education, Queensland ' Traumatic Incidents Affecting Schools' pp12-31 (See Appendix V) Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch6-8 (See Appendix VIII) Directorate of School Education, Victoria, 'Responding to Critical Incidents in Schools' (See Appendix IX) American Academy of Experts in Traumatic Stress (1999) 'Teacher Guidelines for Crisis Response' (See Appendix X) 2. Cross-cultural Issues : Stress and trauma are mediated by a number of factors, one of which is the cultural background of those involved. (See Appendix XI) 3. Special-needs Issues : Developmental delay and disability can influence the judgement of age-appropriate behaviour. Consider this in relation to the needs of students at an Education Support Unit or attending the local school. A prior history of trauma, either through crisis events or a background of abuse (mental, physical, and/or sexual) may also create special demands in their management. CIR Competencies 25 Student Services Manual
25 Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lrnowledge and understanding of stress reactions Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. 1. Assessment of needs : a. Referral of Students for Further Professional Assistance : Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch16 (See Appendix XII) b. Referral of staff further professional assistance : Tunnecliffe, M 'Peer Support' p35 (See Appendix ~~~XV) c. Recognising Symptoms of Burn-out: Guidance & Counseling Service, Department of Education, Queensland Incidents Affecting Schools' (See Appendix XIV) 'Traumatic Cnt Competencies 26 Student Services Manual
26 Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lmowledge, understanding and skill in critical incident support and intervention strategies Apply methodologies for specific interventions. 1. Information Briefings : These might given at different times and with different audiences for different reasons. They must be scheduled into the crisis response plan. a. giving information to support staffprior to their work, or at the end of the day to close it off. b. giving information to relatives and friends of the victims to give them accurate information about the crisis and the steps taken to manage it (and c. help dispel rumours), and to encourage useful support strategies at home. giving information to other students and staff not directly involved in the crisis about the crisis and the steps taken to manage 'it (and help dispel rumours. d. giving information to media. Casey, D et al, 'School Crisis Response Workbook' p26 (See Appendix XVII) 2. Group support strategies : These should all be run a trained supporter, who has not been directly involved in the crisis. At least one co-facilitator is essential. Appropriate language skills and cultural acceptance is needed for group strategies. Size and composition will depend on : i. age of the participants, ii. amount of emotional disturbance iii. do not mix witnesses to the event with non-witnesses, as this usually invalidates witnesses reactions iv. gender issues may be important in adolescence, and like gender groups are encouraged at this age range. a. Defusing Defusing can be used across all ages and most developmental levels. They can be implemented even before the crisis is completed, if needed. They can be used repeatedly on the same people, if needed. Casey, D et al, 'School Crisis Response Workbook' p27 (See Appendix XVIII) b. Debriefing Debriefing cannot be used on children under the developmental level of ten years of age (concentration and language skills). CIIt Competencies 27 Student Services Manual
27 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools Negotiate with key responders in the consultative process. 1. Establish who the key leaders are in the school or district. 2. Identify your support and line management at the District Office. CIR Competencies 29 Student Services Manual
28 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lrnowledge, understanding and skill in critical incident consultancy to schools Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms. l. Key personnel in the Crisis Response Team. There are number of personnel who would be on the CRT. These would include school personnel, student services personnel and members of the District Office. The skills each member could bring to the team needs to be evaluated against the skills needed to make a functional and coordinated team. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) 2. Key personnel and duties in the short, medium and long term of crisis and crisis recovery. There is a range of duties to be performed during the crisis and for following through during crisis recovery. The needs will determine the appropriate personnel to manage that role and liaise with other team members on their activities. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) An example of personnel roles over time from : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix X~CXI) Matrix of personnel roles over time (See Appendix ~I) CIR Competencies 30 Student Services Manual
29 Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools Conduct a post-incident operational debriefing. Post-incident operational debriefing of personnel involved in the support process is an essential part of the review and monitoring of the functioning and effectiveness ofthe crisis response plans. The goal of this process is to : 1. review the usefulness of the plans 2. identify any difficulties in its implementation. CIR Competencies 3 1 Student Services Manual
30 LIST OF APPENDICES Appendix Title Section I Definition of Stress Terms II Definition of Stress Terms III Range of Stress Symptoms IV Recovery Cycle 5.1.2, V Stress Symptoms in Children 5.1.2, 5.1.3, VI Vulnerability Factors VII Resilience Factors VIII Stress Symptoms Across the Age Span 5.1.3, 5.3.4, IX Stress Symptoms Across the Age Span 5.1.3, 5.3.4, X Stress Symptoms Across the Age Span 5.1.3, 5.3.4, XI Cross-Cultural Factors 5.1.3, 5.2.2, 6. l. l XII Critical Incident Recovery Time-Line 5.1.4, XIII Referral of Students for Further Professional Assistance 5.1.4, XIV Recognising Symptoms of Burn-Out 5.1.4, XV Recognising Symptoms of Burn-Out XVI Levels and Types of Intervention in CISM 5.2.1, XVII Information Briefings 5.2.2, XVIII Group Support Strategies : Defusing 5.2.2, XIX Group Support Strategies : Debriefing 5.2.2, XX Individual Crisis Intervention 5.2.2, XXI Developmental Factors in Crisis Intervention 5.2.2, XXII Gender Factors in Crisis Intervention 5.2.2, XXIII Documentation : Critical Incidents Checklist X~V Documentation : Crisis Consultants Checklist XXV Role in Intervention Time-Frames 5.2.3, XXVI Role in Intervention Time-Frames XXVII Counseling Role in Intervention Time-Frames XXVIII Anniversary or Memorial Planning XXIX Rationale for Critical Incident Response XXX School Crisis Response Team : Personnel 5.3.3, XXXI School Crisis Response Team : Personnel and Duties 5.3.3, XXXII School Crisis Response Team: Matrix of Personnel and 5.3.3, Duties Over Time XXXIII Crisis Response : Suggestions to Parents XXXIV Crisis Response : Suggestions to Parents XXXV Referral of Staff for Further Professional Assistance 5.3.4, CIR Competencies Student Services Manual
Business Administration of Windchill PDMLink 10.0
Business Administration of Windchill PDMLink 10.0 Overview Course Code Course Length TRN-3160-T 3 Days After completing this course, you will be well prepared to set up and manage a basic Windchill PDMLink
More informationWorkflow Administration of Windchill 10.2
Workflow Administration of Windchill 10.2 Overview Course Code Course Length TRN-4339-T 2 Days In this course, you will learn about Windchill workflow features and how to design, configure, and test workflow
More informationIntroduction to Windchill PDMLink 10.0 for Heavy Users
Introduction to Windchill PDMLink 10.0 for Heavy Users Overview Course Code Course Length TRN-3146-T 2 Days In this course, you will learn how to complete the day-to-day functions that enable you to create
More informationIllinois Early Intervention System Overview Online Training Outline
Illinois Early Intervention System Overview Online Training Outline I. System Overview Demonstration provides tips on how to navigate the online modules II. Early Intervention at a Glance (approximately
More informationR162-2f-206c. Certification of Continuing Education Course. (1) (a) The division may not award continuing education credit for a course that is
R162-2f-206c. Certification of Continuing Education Course. (1) (a) The division may not award continuing education credit for a course that is advertised in Utah to real estate licensees unless the course
More informationBSM 9.0 ESSENTIALS. Instructor-Led Training
BSM 9.0 ESSENTIALS Instructor-Led Training INTENDED AUDIENCE New users of Business Service Management (BSM) 9.0, including: Database Administrators System Administrators Network Administrators Operations
More informationMid Willamette Valley: Community Systems Background Document Marion, Polk, Yamhill, Linn, and Benton counties
Mid WillametteValley:CommunitySystemsBackgroundDocument Marion,Polk,Yamhill,Linn,andBentoncounties PreparedbytheClimateLeadershipInitiative April2010 OVERVIEW SurroundingtheWillametteRiverandborderedbytheCoastRangeandCascades,theMid
More informationCritical Incident Management Plan
Critical Incident Management Plan 1. PURPOSE/ PREAMBLE BCIT is committed to promoting individual and community well-being, safety and security by protecting the learning, teaching and working environments
More information(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;
Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals
More informationClimate and Disaster Resilience Index of Asian Cities
Climate and Disaster Resilience Index of Asian Cities Coexistence of Contrast Rajib Shaw Professor, http://www.iedm.ges.kyoto-u.ac.jp/ Increasing Trend 4000 3500 Source: UNPD, 2010 3000 2500 2000 1500
More informationNATO STANDARD AMedP-8.1 DOCUMENTATION RELATIVE TO INITIAL MEDICAL TREATMENT AND EVACUATION
NATO STANDARD AMedP-8.1 DOCUMENTATION RELATIVE TO INITIAL MEDICAL TREATMENT AND EVACUATION Edition A Version 1 JUNE 2013 NORTH ATLANTIC TREATY ORGANIZATION ALLIED MEDICAL PUBLICATION Published by the NATO
More informationDeal or Appeal. Thursday, November 16, 2006 4:30 PM to 5:45 PM Room # B405
Deal or Appeal Thursday, November 16, 2006 4:30 PM to 5:45 PM Room # B405 TM adventurelaw APPEAL OR DEAL: DEFENDING AN ACCIDENT AT YOUR FACILITY Prepared By R. Wayne Pierce, Esquire The Pierce Law Firm,
More informationMusic Business Lecturers Oxford, UK Seeking Part-time and casual appointments
Music Business Lecturers Oxford, UK Seeking Part-time and casual appointments SAE Institute is a leading global provider of education for creative media industries with a current network of over 50 Colleges
More informationBook of Needs of the Holy Orthodox Church
by Christian Classics Ethereal Library About Book of Needs of the Holy Orthodox Church by Title: URL: Author(s): Publisher: Print Basis: Rights: Date Created: Status: CCEL Subjects: Book of Needs of the
More informationINTERNAL REGULATIONS OF THE AUDIT AND COMPLIANCE COMMITEE OF BBVA COLOMBIA
ANNEX 3 INTERNAL REGULATIONS OF THE AUDIT AND COMPLIANCE COMMITEE OF BBVA COLOMBIA (Hereafter referred to as the Committee) 1 INDEX CHAPTER I RULES OF PROCEDURE OF THE BOARD OF DIRECTORS 1 NATURE 3 2.
More informationAuthor. Contact Details. Older Persons Elder Abuse Prevention Unit. Daniel Hann
Older Persons Elder Abuse Prevention Unit Contact Details Elder Abuse Prevention Unit PO Box 108, Fort Valley Q 4006 Phone: 07 3250 1955 Email: eapu@lccq.org.au Author Daniel Hann The law does not provide
More informationContents. iii. ix xi xi xi xiii xiii xiii xiv xv xvi xvii xix
What s New in Microsoft Office Project 2003 Getting Help Getting Help with This Book and Its CD-ROM Getting Help with Microsoft Office Project 2003 Using the Book s CD-ROM What s on the CD-ROM System Requirements
More informationContemporary Craft Sector Profile and Analysis
Contemporary Craft Sector Profile and Analysis This briefing note distils information from several sources, to summarise the craft sector s current economic impact and business profile. Key documents are:
More informationQueensland State Emergency Service Operations Doctrine
Queensland State Emergency Service Operations Doctrine Human Resources Business Management Directives Peer Support Version: 1.0 Valid from: 14/05/2008 BMH 19.0 1. PURPOSE To outline the scope and functions
More informationCase Study. The economic benefits of vocational education and training in South Africa
Case Study The economic benefits of vocational education and training in South Africa Introduction As a developing economy, South Africa recognises the importance of a skilled workforce to enable economic
More informationAudit Committee Charter
Audit Committee Charter 1. Members. The Audit Committee (the "Committee") shall be composed entirely of independent directors, including an independent chair and at least two other independent directors.
More informationKATHARINE HOUSE HOSPICE JOB DESCRIPTION. Advanced Nurse Practitioner (Independent Prescriber)
KATHARINE HOUSE HOSPICE JOB DESCRIPTION Advanced Nurse Practitioner (Independent Prescriber) Post Holder: Area of Work: Responsible to: Vacant Day Therapies Director of Nursing Services Mission To offer
More informationPerceived Workplace Discrimination as a Mediator of the Relationship between Work Environment and Employee Outcomes: Does Minority Status Matter?
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 7-12-2010 Perceived Workplace Discrimination as a Mediator of the Relationship between Work Environment and
More informationSouth Australia Police Department POSITION INFORMATION DOCUMENT
South Australia Police Department POSITION INFORMATION DOCUMENT Stream : Professional Services Career Group : Discipline : Classification : PO-2 Position Title : Police Psychologist Branch : Health, Safety
More informationCritical Incident Peer Support
Critical Incident Peer Support Agency Administrator s Briefing Critical Incidents A critical incident is any unexpected, traumatic event that affects an individual s feelings of personal safety, their
More informationPsychological First Aid Red Cross Preparedness Academy 2014
Caring for Survivors of Trauma and Disaster: An Introduction to Psychological First Aid Biographical Information Rev. William F. Engfehr III LutheranChurch MissouriSynod DisasterResponseChaplain Senior
More informationALEXANDER ALEC R. ROTHROCK Born Evanston, Illinois 1959
CURRICULUM VITAE ALEXANDER ALEC R. ROTHROCK Born Evanston, Illinois 1959 Burns, Figa & Will, P.C. Plaza Tower One, Suite 1000 6400 South Fiddler s Green Circle Greenwood Village, CO 80111 Telephone: (303)
More informationReg. IV.18.(i). Special Rules: Telecommunications and ancillary service providers. [Adopted July 31, 2008]
Reg. IV.18.(i). Special Rules: Telecommunications and ancillary service providers. [Adopted July 31, 2008] The following special rules are established with respect to the apportionment of income from the
More informationKey facts and statistics about volunteering in Australia
Table of contents Key facts and statistics about volunteering in Australia Introduction.. page 2 How many people volunteer.page 2 Formal Informal Who volunteers..page 3 Gender Disability Cultural and linguistic
More informationPolicy for Preventing and Managing Critical Incident Stress
Policy for Preventing and Managing Critical Incident Stress Document reference number HSAG 2012/3 Document developed by Revision number 1.0 Document approved by Consultation with 14 September 2012 Presented
More informationCRITICAL INCIDENT RESPONSE POLICY
ST URSULA S COLLEGE TOOWOOMBA CRITICAL INCIDENT RESPONSE POLICY D:\Dropzone (M Drive)\College Policies and Handbooks Current\3. Critical Incident Policy Current Current\004 ST URSULA CRITICAL INCIDENT
More informationFamilies Having Children and Youth with Special Healthcare Needs Who Partner in Decision Making Within the Medical Home
Families Having Children and Youth with Special Healthcare Needs Who Partner in Decision Making Within the Medical Home The US Maternal and Child Health Bureau and the American Academy of Pediatrics recommend
More informationMonterey County Behavioral Health Policy and Procedure
Monterey County Behavioral Health Policy and Procedure Policy Title Alcohol and Other Drug Programs Driving Under the Influence Programs References See each specific subsection for applicable references
More informationCIRT. Critical Incident Response Team
CIRT Critical Incident Response Team What is CIRT? CIRT is the Critical Incident Response Team and is comprised of a multidisciplinary group of employees who have volunteered to respond when critical incident
More informationJohn Allan November 5, 1884 Dunphaile Castle IV December 12, 1884 Laurel II January 17, 1885 Umvoti XV January 29, 1885 Dunphaile Castle V March 16,
SHIPS FROM MADRAS NAME OF SHIP DATE OF ARRIVAL Truro November 16, 1860 Lord George Bentinck December 24, 1860 Tyburnia March 20, 1861 Earl of Hardwick September 21, 1863 Scindian October 29, 1863 Rajasthana
More informationTHE WHITE HOUSE. Office of the Press Secretary. For Immediate Release June 26, 2013 EXECUTIVE ORDER - - - - - - -
THE WHITE HOUSE Office of the Press Secretary For Immediate Release June 26, 2013 EXECUTIVE ORDER - - - - - - - ESTABLISHING THE WHITE HOUSE COUNCIL ON NATIVE AMERICAN AFFAIRS By the authority vested in
More informationSTATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE EADM 435 DISASTER SIMULATION
STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE EADM 435 DISASTER SIMULATION Prepared By: Dr. Michael J. O Connor Jr. SCHOOL OF BUSINSS AND LIBERAL ARTS DEPARTMENT OF
More informationLocal Government Better Practice Guide. Planning and Reporting
Local Government Better Practice Guide 2014 Planning and Reporting Local Government Victoria Department of Transport, Planning and Local Infrastructure 1 Spring Street Melbourne Victoria 3000 T: 03 9208
More informationUsage of Information Technology in the Programs of Music Teaching, Example of Uludag University Turkey
International Conference on Educational Research and Sports Education (ERSE 013) Usage of Information Technology in the Programs of Music Teaching, Example of Uludag University Turkey Sirin Akbulut Demirci,
More informationEssential Trauma Informed Practices in Schools. Shannon Cronn, N.C.S.P. Barb Iversen, M.C.
Essential Trauma Informed Practices in Schools Shannon Cronn, N.C.S.P. Barb Iversen, M.C. Objectives: Participants attending this session will be able to: Define trauma Explain how trauma may impact child/teen
More informationANALYSIS. Vendor Performance: A Shared Responsibility OTTAWA JANUARY 2014 PROMOTING FAIRNESS, OPENNESS AND TRANSPARENCY IN PUBLIC PROCUREMENT
ANALYSIS Vendor Performance: A Shared Responsibility OTTAWA JANUARY 2014 PROMOTING FAIRNESS, OPENNESS AND TRANSPARENCY IN PUBLIC PROCUREMENT Table of contents INTRODUCTION... 1 BACKGROUND... 1 METHODOLOGY...
More informationChildren and the Long-Term Effects of Poverty
1 Children and the Long-Term Effects of Poverty June 2004 Children and the Long-term Effects of Poverty 2 Over the last several years, the United States has experienced a rising trend in child poverty
More informationList of approved Universities and Programmes by Yayasan Peneraju
1 ASIA PACIFIC UNIVERSITY OF BACHELOR DEGREE i. Bachelor of Arts (Hons.) in Accounting and Finance: TECHNOLOGY AND INNOVATION Forensic Accounting A6227 Taxation Forex and Investments ii. Bachelor of Science
More informationForensic Accounting Taxation
NO UNIVERSITY LEVEL PROGRAMME PROGRAMME CODE 1 ASIA PACIFIC UNIVERSITY OF i. Bachelor of Arts (Hons.) in Accounting and Finance: TECHNOLOGY AND INNOVATION Forensic Accounting Taxation A6227 Forex and Investments
More information2-D2 Reviewed 2011 Review 2014 ST JOSEPH S SCHOOL S O U T H E R N C R O S S CRISIS MANAGEMENT PLANNING IN CATHOLIC SCHOOLS
ST JOSEPH S SCHOOL S O U T H E R N C R O S S CRISIS MANAGEMENT PLANNING IN CATHOLIC SCHOOLS RATIONALE Catholic schools have a responsibility to provide a safe and supportive environment for staff, students
More informationAppendix A MF&RA Critical Incident Stress Management (CISM) Implementation Plan
Appendix A MF&RA Critical Incident Stress Management (CISM) Implementation Plan 1. Introduction Merseyside Fire and Rescue Authority (MF&RA) have a responsibility to ensure as far as reasonably practicable,
More informationWindchill Service Information Manager 10.2. Curriculum Guide
Windchill Service Information Manager 10.2 Curriculum Guide Live Classroom Curriculum Guide Introduction to Windchill Service Information Manager 10.2 Building Information Structures with Windchill Service
More informationWindchill PDMLink 10.2. Curriculum Guide
Windchill PDMLink 10.2 Curriculum Guide Live Classroom Curriculum Guide Update to Windchill PDMLink 10.2 from Windchill PDMLink 9.0/9.1 for the End User Introduction to Windchill PDMLink 10.2 for Light
More informationCrisis Management Team
Developed 2002 Reviewed 2005:2009 ST PIUS X CATHOLIC PRIMARY SCHOOL CRISIS MANANAGEMENT POLICY Policy As in other areas of organisational activity, this policy statement provides an indication to the school
More informationGUIDELINES FOR ONLINE SUBMISSION OF APPLICATIONS
GUIDELINES FOR ONLINE SUBMISSION OF APPLICATIONS Important Note/Information for the applicants: It is in the interest of the applicants to study in detail and thoroughly observe the guidelines given in
More informationRisk Management Policy
Risk Management Policy PURPOSE: NEW/REVISED POLICY: The California State Student Association maintains a Risk Management Policy to ensure the ongoing identification of potential risks and threats to the
More informationRESPONDING TO AN UNEXPECTED CRITICAL INCIDENT RESULTING IN SIGNIFICANT HARM OR DEATH OF A CHILD, YOUNG PERSON OR ADULT IN SCHOOLS OR OTHER SETTINGS
RESPONDING TO AN UNEXPECTED CRITICAL INCIDENT RESULTING IN SIGNIFICANT HARM OR DEATH OF A CHILD, YOUNG PERSON OR ADULT IN SCHOOLS OR OTHER SETTINGS GUIDANCE TO SUPPLEMENT: A SCHOOL S GUIDE TO MANAGING
More informationSupporting Children s Mental Health Needs in the Aftermath of a Disaster: Pediatric Pearls
Supporting Children s Mental Health Needs in the Aftermath of a Disaster: Pediatric Pearls Satellite Conference and Live Webcast Thursday, August 25, 2011 5:30 7:00 p.m. Central Time Faculty David J. Schonfeld,
More informationUKCP Standards of Education and Training
UKCP Standards of Education and Training Guidelines for Section and Institutional Members for the Development of Standards of Supervision for Child Psychotherapists UKCP May 2008 This document is copyright
More informationFaces of the Future Fall 2006
Faces of the Future Fall 2006 Published August 6, 2007 By the Office of Institutional Research Table of Contents page no. Summary 1 Section A: Student Demographics Item I: Ethnicity 4 Item II: Gender 5
More informationAutomation in Banking, Volume 1-2014
Brochure More information from http://www.researchandmarkets.com/reports/3045720/ Automation in Banking, Volume 1-2014 Description: This year's edition of the Automation in Banking report marks the 29th
More informationTHE MANAGEMENT OF SICKNESS ABSENCE BY NHS TRUSTS IN WALES
THE MANAGEMENT OF SICKNESS ABSENCE BY NHS TRUSTS IN WALES Report by Auditor General for Wales, presented to the National Assembly on 30 January 2004 Executive Summary 1 The health and well being of the
More informationINSTRUCTIONS TO FILL UNDERTAKING FOR Point to Point (P2P) LEASED LINE NETWORK CONNECTIVITY
INSTRUCTIONS TO FILL UNDERTAKING FOR Point to Point (P2P) LEASED LINE NETWORK CONNECTIVITY 1. This Undertaking has to be either franked or executed on a Non-Judicial stamp paper of Rs. 300/- or the value
More informationIN THE COUNCIL OF THE DISTRICT OF COLUMBIA
Codification District of Columbia Official Code IN THE COUNCIL OF THE DISTRICT OF COLUMBIA 2001 Edition 2004 Fall Supp. West Group Publisher To provide greater access and participation in public services,
More informationSupporting children in the aftermath of a crisis
Supporting children in the aftermath of a crisis David J. Schonfeld, MD Thelma and Jack Rubinstein Professor of Pediatrics Director, National Center for School Crisis and Bereavement Division of Developmental
More informationHow To Prevent Bullying In The United States
Massachusetts Department of Elementary and Secondary Education Checklist Required Content of Bullying Prevention and Intervention Plans under G.L. c. 71, 37O This checklist is provided by the Department
More informationTHE PROPERTY TAX PROTEST PROCESS
THE PROPERTY TAX PROTEST PROCESS A summary of the appeal procedures under the Texas Property Tax Code Presented by: Jason C. Marshall THE MARSHALL FIRM PC 302 N. Market Suite 510 Dallas TX 75202 214.742.4800
More informationLost Opportunities: Our Children Are Not Rehabilitated When They Are Treated And Incarcerated As Adults
Lost Opportunities: Our Children Are Not Rehabilitated When They Are Treated And Incarcerated As Adults Roslyn M. Satchel Copyright 2002 Roslyn M. Satchel, All Rights Reserved. On behalf of the Campaign
More informationSpecific and Miscellaneous Professions
Professional Indemnity Proposal Form Specific and Miscellaneous Professions Please complete the whole form to the best of your ability, clarifying any areas where necessary and continuing on a separate
More informationGroup Manager Line management of a local team of 5-7 fte staff
Practice Manager Children s Social Care Role Profile: Practice Manager Grade: Grade 12 Accountable to: Accountable for: Role Context & Purpose Group Manager Line management of a local team of 5-7 fte staff
More informationTOP 25 ABORTION STATISTICS IN AMERICA
TOP 25 ABORTION STATISTICS IN AMERICA 2015 Care Net. All rights reserved. 2015 Care Net. Facts On Abortion. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
More informationSchedule of Bank Charges Schedule of Charges (Excluding FED)
Schedule of Bank Charges Schedule of Charges (Excluding FED) CONSUMER BANKING A VISA / Master Card 1 Credit Card Operations (i) Service Fee 3.33% Per month (40% APR) on Cash Advance 3.33% per month (40%
More informationRegulation On Attainment of Doctor of Sciences Degree at SEEU (PhD)
According to article 118 of the Law on Higher Education of Republic of Macedonia; articles 60, 68 and 69 of SEEU statute ; based on decision of Council of Teaching and Science of SEEU of date April 12th
More informationCritical Incidents. Information for schools from Derbyshire Educational Psychology Service
Critical Incidents Information for schools from Derbyshire Educational Psychology Service Introduction to Critical Incidents A critical incident (CI) is any event that is unexpected, acute, stressful and
More informationSupporting students and staff after the shooting in Aurora, CO
Supporting students and staff after the shooting in Aurora, CO David J. Schonfeld, MD Daniel Nelson, MD National Center for School Crisis and Bereavement Cincinnati Children s Hospital Medical Center david.schonfeld@cchmc.org
More informationPro/INTRALINK 10.2. Curriculum Guide
Pro/INTRALINK 10.2 Curriculum Guide Live Classroom Curriculum Guide Introduction to Pro/INTRALINK 10.2 Business Administration of Pro/INTRALINK 10.2 System Administration of Windchill 10.2 Introduction
More informationSetting up a collaborative crisis intervention response system, CISM, for small rural health agencies
Setting up a collaborative crisis intervention response system, CISM, for small rural health agencies Peter Quin, Orbost Regional Health In 2005 the East Gippsland Primary Care Partnership and six (6)
More informationThe Salvation Army National Disaster Training Program CURRENT COURSE LIST AND DESCRIPTIONS
The Salvation Army National Disaster Training Program CURRENT COURSE LIST AND DESCRIPTIONS Available Training Courses as of March 1, 2009 During a disaster, The Salvation Army relies upon trained disaster
More informationCRITICAL INCIDENT POLICY
CRITICAL INCIDENT POLICY Endorsed September 2009 Next Review November 2011 Gymnastics Queensland Critical Incident Policy Version 1 (September 2009) 1 Contents 1. Position statement... 3 2. Purpose...
More informationKEY DIFFERENCES BETWEEN THE UNIFORM LAW AND THE NEW SOUTH WALES AND VICTORIAN LEGAL PROFESSION ACTS
INFORMATION SHEET FOR LEGAL PRACTIONERS KEY DIFFERENCES BETWEEN THE UNIFORM LAW AND THE NEW SOUTH WALES AND VICTORIAN LEGAL PROFESSION ACTS The Legal Profession Uniform Law (Uniform Law) commenced in NSW
More informationArbortext Content Manager 10.1. Curriculum Guide
Arbortext Content Manager 10.1 Curriculum Guide Live Classroom Curriculum Guide Introduction to Arbortext Content Manager 10.1 Business Administration of Arbortext Content Manager 10.1 Workflow Administration
More informationSenior AOD Clinician - Counselling & Assessment POSCS3029
POSITION DESCRIPTION Senior AOD Clinician - Counselling & Assessment POSCS3029 ISO9001 Approved by Neos Zavrou Next Revision: 02/09/15 Hours: Location: Classification: Reports To: Reports: 1 EFT Northern
More informationHow To Teach An Addiction Counseling Course
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING Title of Course: Addictions Counseling (3 cr) Course No. CP 661 Revised Spring 2012 Semester: Instructor: Office:
More informationRegulated Nurses, 2012 Summary Report
Spending and Health Workforce Our Vision Better data. Better decisions. Healthier Canadians. Our Mandate To lead the development and maintenance of comprehensive and integrated health information that
More informationMonterey County Behavioral Health Policy and Procedure
Monterey County Behavioral Health Policy and Procedure Policy Title Alcohol and Other Drug (AOD) Programs Residential Alcoholism or Drug Abuse Recovery or Treatment Facilities References See each specific
More informationC&A MM Inventory Relieve & Post to Job Cost Installation and Setup Instructions with Process Flow
4820 8 TH STREET SALEM, OREGON 97301 C&A MM Inventory Relieve & Post to Job Cost Installation and Setup Instructions with Process Flow The general purpose of this program is to relieve parts from inventory
More informationImplementation Plan: Development of an asset and financial planning management. Australian Capital Territory
Implementation Plan: Development of an asset and financial planning management framework for TAMS Australian Capital Territory NATIONAL PARTNERSHIP AGREEMENT TO SUPPORT LOCAL GOVERNMENT AND REGIONAL DEVELOPMENT
More informationEGG HARBOR TOWNSHIP SCHOOLS CURRICULUM GUIDE HIGH SCHOOL BUSINESS BUSINESS MANAGEMENT/BUSINESS ETHICS
EGG HARBOR TOWNSHIP SCHOOLS CURRICULUM GUIDE HIGH SCHOOL BUSINESS BUSINESS MANAGEMENT/BUSINESS ETHICS SUBJECT AREA PHILOSOPHY The purpose of business education is to provide students with the knowledge
More informationA Clinical Scoping Model for Assessing Critical Incident Response in EAP
A Clinical Scoping Model for Assessing Critical Incident Response in EAP Speakers: Chris Santalucia Clinical Manager NCC, PPC Worldwide Chris.Santalucia@au.ppcww.com Irene Brumen Senior Clinician / Psychologist,
More informationAlberta s Student Teacher Practicum: A Legal Analysis of the Statutory and Regulatory Framework. J. Kent Donlevy
1 Alberta s Student Teacher Practicum: A Legal Analysis of the Statutory and Regulatory Framework J. Kent Donlevy 2 Alberta s Student Teacher Practicum: A Legal Analysis of the Statutory and Regulatory
More informationLINCOLNSHIRE COUNTY COUNCIL May 09. JEM Number: 4123
LINCOLNSHIRE COUNTY COUNCIL May 09 JOB DESCRIPTION DIRECTORATE: Development Division/Section/Branch: Service Development Service/Sub-Division: JOB TITLE: Highway Asset Manager JEM Number: 4123 GRADE: REPORTS
More informationCRITICAL INCIDENT RESPONSE POLICY
CRITICAL INCIDENT RESPONSE POLICY Policy Status CURRENT Policy Classification Operational Date of Policy 2005 Date of Review 2011 PREAMBLE A critical incident can occur at any time and in turn will affect
More informationHow To Make Index Option Contracts In Karnival Stock Exchange
REGULATIONS GOVERNING INDEX OPTION CONTRACTS [Gazette Notification of MAY 02, 2012] REGULATIONS GOVERNING INDEX OPTION CONTRACTS OF THE KARACHI STOCK EXCHANGE (GUARANTEE) LIMITED 1. PREAMBLE WHEREAS in
More informationRegistered Nurses. Population
The Registered Nurse Population Findings from the 2008 National Sample Survey of Registered Nurses September 2010 U.S. Department of Health and Human Services Health Resources and Services Administration
More informationThresholds & Pre-requisites
Thresholds & Pre-requisites Please see below the scoring thresholds and pre-requisites for the QS Stars Evaluation: OVERALL 1000 1 Star... 100 Must have the authority to grant valid degree level programs
More information1. The degree of Doctor of Philosophy may be granted in any Faculty of the University.
Ordinance Vl-B. Doctor of Philosophy (Ph.D) 1. The degree of Doctor of Philosophy may be granted in any Faculty of the University. 2. All academic matters related to this degree shall be supervised by
More informationACS 1803. Final Exam Topic Outline. Functional Area Information Systems. V. Enterprise Information Systems
ACS 1803 Final Exam Topic Outline IV. Functional Area Information Systems a. Financial Information Systems (Lecture Outline 5.1) i. Budgeting Systems ii. Cash Management Systems iii. Capital Management
More informationSocial and Emotional Wellbeing
Social and Emotional Wellbeing A Guide for Children s Services Educators Social and emotional wellbeing may also be called mental health, which is different from mental illness. Mental health is our capacity
More informationSUMMARY OF CONTENTS. C o m m o n R e p re s e n t a t i o n C o n f l i c t s
SUMMARY OF CONTENTS Contents Preface vii xix Part I Introductory Materials 1 Chapter 1 Introduction 3 Chapter 2 Disqualification Motion Procedure 17 Chapter 3 Grounds for Disqualification 41 P a r t I
More informationTABLE OF CONTENTS. Simple will with residue pouring over to inter vivos trust
Rev. 4/30/09 TABLE OF CONTENTS Preface Form I Form II Form III Form IIIA Form IV Form V Form VI Form VII Form VIII Form IX Form X Form XI Form XII Form XIII Form XIV Form XV Form XVI Form XVII Form XVIII
More informationFREQUENTLY!ASKED!LEGAL! QUESTIONS!!!! A!MANUAL!FOR!OREGON S!! DOMESTIC!AND!SEXUAL!VIOLENCE!! ADVOCATES!!!!
FREQUENTLYASKEDLEGAL QUESTIONS AMANUALFOROREGON S DOMESTICANDSEXUALVIOLENCE ADVOCATES OREGONCOALITIONAGAINSTDOMESTICANDSEXUALVIOLENCE 1737NEALBERTASTREET,SUITE205 PORTLAND,OREGON97211 503"230"1951 WWW.OCADSV.COM
More informationIntroduction to Windchill Projectlink 10.2
Introduction to Windchill Projectlink 10.2 Overview Course Code Course Length TRN-4270 1 Day In this course, you will learn how to participate in and manage projects using Windchill ProjectLink 10.2. Emphasis
More informationThe Texas Children s Mental Health Forum 81 st Legislative Session Priorities
The Texas Children s Mental Health Forum 81 st Legislative Session Priorities The Texas Children s Mental Health Forum brings together a wide range of organizations with an interest in children s mental
More informationAge-Appropriate Reactions & Specific Interventions for Children & Adolescents Experiencing A Traumatic Incident
The Florida Crisis Consortium is supported by the Florida Dep:ntment ofhealth. Age-Appropriate Reactions & Specific Interventions for Children & Adolescents Experiencing A Traumatic Incident The following
More informationTHE REGULATION OF PUBLIC CHARITES AND PRIVATE FOUNDATIONS IN HAWAII. By: Hugh.R.Jones i
THE REGULATION OF PUBLIC CHARITES AND PRIVATE FOUNDATIONS IN HAWAII By: Hugh.R.Jones i There are over 5,000 public charities and private foundations in Hawaii according to Internal Revenue Service data.
More information